Aesthetic Learning Spaces: An Investigation into the Status in Danish Early Childhood Teacher Education

Abstract

The aim of this article is to delve into and discuss the past and present conditions of aesthetic learning spaces in the Early Childhood Teacher Education (ECTE) program in Denmark, and how these conditions impact its learning environment. The investigation encompasses a variety of data sources and research methods aimed at capturing both the intricate and broader aspects of the focal question. The investigation includes (1) a discussion of educational reforms and how they affect aesthetic learning spaces, (2) a discourse analysis examining the descriptions of new iterations of aesthetic learning spaces, including makerspaces and playlabs, and (3) qualitative interviews with students and educators conducted during a building workshop. The study’s key discovery is that aesthetic learning spaces in ECTE have undergone a shift, becoming spaces that emphasize generic skills and academic abilities, as opposed to domain-specific tools and techniques. In the article, this transformation is connected to broader societal trends and analyzed through the lenses of sociological, educational and creativity theories, drawing upon the work of scholars such as Richard Sennett, Lene Tanggaard and John Krejsler. At the article’s conclusion, future topics for study are suggested.